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EXPLORING THE MULTIFACETED CHARACTERISTICS OF PRESERVICE EFL TEACHERS DURING PRACTICUM: A COMPLEXITY THEORY PERSPECTIVE IN VIETNAM | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 14 مرداد 1403 اصل مقاله (350.75 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2024.141547.2296 | ||
| نویسنده | ||
| Nguyen Huu Hoang* | ||
| Faculty of Foreign Languages, Academy of Journalism and Communication | ||
| چکیده | ||
| Despite research on preservice teacher practicums, few studies have examined these experiences through a complexity theory lens to capture the intricate, dynamic interplay of factors involved. Addressing this gap, this qualitative case study explored the multidimensional influences shaping the practicum experiences of three preservice English as a Foreign Language (EFL) teachers in Vietnam. Using an in-depth case study design with semi-structured interviews and classroom observations, the study analyzed the participants' lived experiences across diverse school environments through the lens of complexity theory principles. The findings revealed complex interactions of student factors, curricular demands, resource constraints, and contextual influences shaping the preservice teachers' dynamic, self-organizing learning trajectories as they adapted to emergent needs. Notably, the pivotal role of context profoundly influenced pedagogical decision-making. The study's insights underscore the importance of teacher education programs providing contextualized support and learning opportunities to nurture adaptable, reflective educators responsive to complexity. This research contributes a nuanced complexity theory perspective on the multifaceted nature of preservice EFL teacher learning. | ||
| کلیدواژه‌ها | ||
| characteristics؛ preservice EFL teachers؛ practicum؛ complexity theory | ||
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آمار تعداد مشاهده مقاله: 34 تعداد دریافت فایل اصل مقاله: 25 |
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